Record Details
Conscience orientation in children and parental attitudes toward independence granting and achievement inducement
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | Conscience orientation in children and parental attitudes toward independence granting and achievement inducement |
| Names |
Draper, Henry E.
(creator) Schalock, Delbert (advisor) |
| Date Issued | 1966-05-11 (iso8601) |
| Note | Graduation date: 1966 |
| Abstract | This study focused on the relationship between parental attitudes and the conscience orientation of children, testing the hypotheses that (1) parents who had children with an external conscience orientation would show significantly greater disparity between their independence granting and achievement inducement attitudes than parents whose children had conventional or humanistic orientations, (2) that parents who had children with a humanistic conscience orientation would show significantly less disparity between their independence granting and achievement inducement scores than parents whose children had external or conventional conscience orientations, and (3) that parents whose children had conventional conscience orientations would show a disparity between independence granting and achievement inducement scores which would fall midway between the parents of children with external or humanistic conscience orientations. Fifteen students representative of each of three conscience types were identified from 325 sixth grade children from various school districts in central and south eastern Utah. The identification and measurement of conscience orientations was achieved with a projective story completion battery adapted from a measure developed by Hoffman. Parental attitudes toward independence granting and achievement inducement were obtained by means of an interview, using the Parental Developmental Timetable, a paper and pencil instrument designed for this purpose by Torgoff . These instruments provided a single independence granting and single achievement inducement score for each parent. The achievement inducement score of each parent was divided into the independence granting score to obtain a ratio of these two variables (the I/A ratio). To determine if there was a significant difference in the I/A ratio scores of parents whose children held different conscience orientations, the parental data were treated by an analysis of variance. Using raw score data no differences were found in the I/A ratios between the three parental groupings, and the three hypotheses stated above were rejected. A derived score transformation technique of handling the data was then developed which permitted a more precise method of determining the difference between the relationship of independence granting to achievement inducement. The rationale permitted a high score theoretically to represent parents whose children had a humanistic conscience orientation, a low score to represent parents whose children had an external conscience orientation, and the scores in between to represent parents whose children had a conventional conscience orientation. When an analysis of variance was applied to these data, the hypotheses were again rejected. The data also were tested to determine the influence of the parental independence granting and achievement inducement variables independently on the conscience orientation of children. This analysis also revealed a lack of relationship between independence granting or achievement inducement orientations on the part of parents and the conscience orientation of children. It was concluded, within the limits of these data, that the independence granting and achievement orientations of parents are unrelated to the conscience orientations of sixth grade children from selected school districts in Utah. In an effort to account for the negative findings corning from the study, an examination of the sampling procedures, the measurement procedures, and the conceptual framework was undertaken. In spite of weakness in the sampling procedure, and the limitations of measurement, it is the opinion of the investigator that the major factor accounting for the negative findings was the inadequacy of the conceptual framework. Had a conceptual framework been developed which included a three-dimensional model, taking into account the influence of parental warmth in relation to the ratio of independence granting and achievement inducement, results in the direction predicted may have occurred. |
| Genre | Thesis/Dissertation |
| Topic | Parent and child |
| Identifier | http://hdl.handle.net/1957/48004 |
